捕捉隱默的力量—學習領域課程小組教師課程決定的反思實踐個案研究

陳玟樺

指導教授 ： 潘慧玲博士

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2007年)

摘要

本研究之目的在現階段課程改革的脈絡之下，對領域學群層級課程決定之運作與教師反思實踐情形的理解與探討。在文獻探討的部份，先就學校學習領域課程小組織之定位、組織成員、職責與任務等加以分析，其次再就課程決定之意涵、性質、層級、模式、主體、範疇、歷程與影響因素等進行探究，最後則針對教師反思實踐之相關概念予以探索。本研究採質性個案研究，運用參與觀察、訪談、文件分析等資料蒐集方法進行探究。本研究結果發現有四：一、學習領域課程小組之革新在歷屆召集人的簇擁下逐步開展；二、領域學群層級之自發性課程決定在成員的相互磋商與調適中共同成就；三、領域學群層級之自發性課程決定偏重於對一般課程要素的組織與實施結構化的安排；四、領域學群層級之自發性課程決定有助於課程慎思的促成。在最後一項發現上，其具體表徵則在於四個層面：課程小組對課程的慎思即教師課程實踐的反思、課程慎思的程度牽動著教師反思實踐層面的張縮、教師反思實踐的模式是以問題解決為主要核心、反思實踐工具可作為協助個人反思與改善實踐的依據等。

本研究依據上述研究結果，提出的具體建議有三：一、對師資培育機構、教師專業發展方案設計者的建議包括：建構以反思實踐專業能力為基礎的專業教育課程設計、建立以反思實踐取向為核心的教師專業發展評鑑規劃；二、對學校行政單位的建議包括：建立課程決定充分授權的行政支持體系、提供公開、信任、安全反思實踐的情境氛圍；三、對學習領域課程小組與教師個人的建議包括：回歸以「學習」與「研究」為教師專業發展基石的教師合作平台、透過積極性專業對話激發教師反思實踐的素材、善用反思實踐工具以強化批判性課程反思實踐能力的培養等。

關鍵字

課程決定 ； 教師反思實踐

並列摘要

This research aims to go into the operation of the curriculum decision-making teams under current curriculum reform contexts and its influences on teachers’ reflective practice. According to the research objective, three major parts of literature review are presented in this paper: (1) analysis of the task, purpose and function of the curriculum decision-making teams; (2) discussions on the meaning, nature, level, model, subject, category, process of curriculum decision-making as well as the influencing factors it; (3) inquiry of the related concepts on teachers’ reflective practice. As for the research method, qualitative case study is employed, which includes observation, interview and document analysis. The conclusions of this study are as follows:

I. Learning area groups are initiated and reformed gradually through the cooperation of the course coordinators.
II. The curriculum initiatives in area group level are achieved through team members’ mutual discussions.
III. The curriculum initiatives in the area group level mainly focus on the organization and implemental structure of general curriculum factors.
IV. The curriculum initiatives in the area group level facilitate curriculum deliberation.

The last finding mentioned above results from the following four aspects: (1) The curriculum deliberation of the curriculum decision-making teams represents teachers’ reflective practice; (2) The degree of the curriculum deliberation accords with the depth of teachers’ reflective practice; (3) Teachers’ reflective practice centers on problem-solving; (4) Reflective practice tools help personal reflection and improvement in practice.

Based on the research findings, several suggestions are offered to the teacher- training institutes, schools and teachers.

I. Suggestions to teacher-training institutes:
a. Developing professional reflective practice curriculum.
b. Establishing reflective-practice-oriented evaluation program.
II. Suggestions to school administrations:
a. Forming empowered administratively supportive systems for curriculum decision-making.
b. Encouraging open, safe and reliable atmosphere for reflective practice.
III. Suggestions to the learning area groups and individual teachers:
a. Building teaching cooperation platforms based on “study” and “research.”
b. Stimulating reflective practice through constructive professional dialogues.
c. Making good use of reflective practice tools to develop critical reflective practice ability.

並列關鍵字

Curriculum Decision-Making ； Reflective Practice

參考文獻

王麗雲、潘慧玲（2000）。教師彰權益能的概念與實施策略。教育研究集刊，44，173–199。

黃炳煌（1988）。技職教育課程發展模式之研究。教育部技職司委託專題研究。

黃政傑（1991）。課程設計。台北市：東華。

吳清山（1998）。學校效能。台北市：五南。

葉興華（2008）。教學檔案製作的變通方式－團隊式教學檔案的製作。教育研究月刊，167，14-23